Planning in the Face of Academic Diversity: Whose Questions Should We Be Answering?

Abstract

The goal of this investigation was to identify how regular high school and middle school social studies and science teachers approach teaching their most academically diverse class. Specifically, we sought to determine whether or not the typical special education model of individualization could be part of the framework of approaching academically diverse classes. Information from this study will serve as the basis for conceptualizing interventions that will enable regular classroom teachers to better plan and teach students with mild handicaps.